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Sep 13, 2022
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Abstract
Co-teaching is becoming prevalent in meeting the needs of students with disabilities in the general education classroom. Co-teachers face more challenges in collaboration, relationships, and defining roles. Collective teacher efficacy is the shared belief that a team of co-teachers can make a positive difference in student achievement and school culture. This quantitative study aims to assess the teachers' self-efficacy and the collective efficacy of the co-teaching team to develop cohesive and working relationships to benefit students in inclusive middle classrooms in a suburban school district in the United States. Bandura’s (1977) social cognitive theory and efficacy as a set of proximal determining factors of teachers’ affect and actions theoretically framed the study. The research questions used focused on understanding the kinds of things that create challenges for teachers. Also, they considered the combination of the current ability, resources, and opportunities for teachers and the co-teaching team. The data from the instruments were collected, categorized, and tabulated for interpretation and analysis. The findings show correlated efficacy factors in student engagement, instructional practices, and classroom management. The results recommended for same planning time, collaboration, and understanding of shared roles of the co-teaching team.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Pizana, R. F. (2022). Collective Efficacy and Co-Teaching Relationships in Inclusive Classrooms. International Journal of Multidisciplinary: Applied Business and Education Research, 3(9), 1812-1825. https://doi.org/10.11594/ijmaber.03.09.22
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Veluchamy, S. (2018) Co-Teaching and Inclusive Educa-tion. Retrieved from http://www.teachersofindia.org/en/article/co-teaching-and-inclusive-education
Washut Heck, T. & Bacharach, N. (2010). Mentoring Teacher Candidates Through Co-Teaching. Teach-er Quality Enhancement Center. St. Cloud, Minneso-ta.
Yin, R., (2003). Case Study Research: Design and Meth-ods (5th ed). Sage Publications, Inc.
Anicas, R. P. Leadership Practice and Competence of Administrators of the Strategic Partnership Insti-tutes of Technical and Vocational Training Corpo-ration (TVTC) in the Kingdom of Saudi Arabia. – Palarch’s Journal of Archaralogy of Egypt/Egyptogy 17(2), 345-355. ISSN 1567-214X https://archives.palarch.nl/index.php/jae/article/view/1027
Aydin, I & Gumus, S. (2016). Sense of Classroom Com-munity and Team Development Process in Online Learning. Year 2016, Vol 17, Issue 1, pp 60
Barni, D. (2019). Teachers’ Self-Efficacy: The Role of Personal Values and Motiva-tions for Teaching. Organizational Psychology. 12. July 2019.
Bateman, D. & Cline, J. (2005) The Teacher’s Guide to Special Education. Retrieved from https://ex cep-tionalchildren.org/topics/specially-designed-instruction
Beers, J. (2005). The role of coteaching in the develop-ment of the practices of an urban science teacher. In W.-M. Roth & K. Tobin (Eds.), Teaching together, learning together (pp. 79–95). New York: Peter Lang.
Biddle, S., (2006). Attitudes in education. The Science Teacher, 73 (3), 52 -56
Blankenship, T. (2007). Inclusion and Placement Deci-sions for Students with Special Needs: A Historical Analysis of Relevant Statutory and Case Law. Vol 2, No 1. Electronic Journal for Inclusive Education Vol. 2, No 1
Bowers, E (2004). Practical Strategies for Middle School Inclusion. Verona. WI: The Attainment Co.
Bui, X., Quirk, C., Almazan, S. & Valentin, M. Inclusive Education Research and Practice. (2010) Maryland Coalition for Inclusive Education
Chen, Mei-Fang, (2015) Journal of Environmental psy-chology, Vol. 42, pages 66 - 75
Cole, Cassandra. (2006) Closing the Achievement Gap Series: Part III. What is the Impact of NCLB on the Inclusion of Students with Disabilities? Volume 4, Number 11, Fall 2006
Demartino, P. (2018) Collaborative co-teaching models and specially designed instruction in secondary education: A new inclusive consultation model. 1045988X, 2018, Vol. 62, Issue 4
Donohoo, J., Hattie, J. & Eells, R. (2018) The Power of Collective Efficacy. Educational Leadership Vol 75 No 6 ASCD
Dunn, L., (1968). Special Education for the Mildly Re-tarded: Is much of it justifiable? Exceptional Chil-dren, 35, 5 -22.
Dupre, A.P. (2000). A Study in Double Standards, Disci-pline and the Disabled Student. Washington Law Review, 75 (1)
Fennick, E., & Liddy, D. (2001). Responsibilities ad prep-aration for collaborative teaching: Co-teachers’ perspective. Teacher Education and Special Educa-tion, 24 (3), 229 – 240
Fernandez, N & Hynes, J., (2016). The Efficacy of Pull out Programs: Making it Work. The Journal of Multi-disciplinary Graduate Research. Vol 2, Article 3, pp 32 -47
Friend, M. & Cook, L. (1996) Interactions: Collaborative Skills for School Professional Skills. Retrieved from Liberty University Student Teaching Handbook 2010 -2011.
Gee, K., Gonzalez, M., & Cooper, C. (2020). Outcomes of Inclusive versus Separate Placements: A Matched Pairs Comparison Study. Research and Practice for Persons with Severe Disabilities, V45 n4 p 223-240 Dec 2020
Hayes, C. (2014) Positive and Negative Aspects of Inclu-sion Services. Journal of the American Academy of Special Education Professionals, p60-65 Win 2014
Kim, J. (2018). A Global Perspective on Teacher Attitudes towards Inclusion: Literature Review, ERIC ED585094
Kini, T & Podolsky, A., (2016). Does Teaching Experience Increase Teacher Effectiveness? A Review of the Research. Creative Commons Attribution. June 3, 2016.
Martin, E., Martin, R. & Terman, D. (2016, February 12) The Legislative and Litigation History of Special Education. Retrieved on October 30, 2017
Merriam, S., (2001). Qualitative Research and Case Study applications in education. San Francisco: Jossy-Bass
Morin, A. (2014). What is Least Restrictive Environment. Understood for All Inc. Retrieved from https://www.understood.org/articles/en/least-restrictive-environment-lre-wu
Nichols, J, Nichols W & Rupley, W. (2020). Teacher Effi-cacy and Attributes to the Implementation of Tiered Instructional Frameworks. International Journal of Evaluation and Research in Education. Vol 9, No. 3. September 2020, pp. 731 – 745
Osborne, A., DiMattia, P., & Curran, F. (1994). Effective Management of Special Education Programs. New York: Teachers College Press.
Samuel, A (2020) Improving Co-Teachers Relationship, Vol 5, Issue 2 Fall 2020
Stocks, A. (2010) Inclusion: Professional Development Needs of Teachers. Retrieved from http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3450999
Sutton, J., (2006) Teacher Attitudes of Inclusion and Academic Performance of Student with Disabili-ties.
Tornillo, P. (1994, March 6). A lightweight fad bad for our schools Orlando Sentinel.
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1
Veluchamy, S. (2018) Co-Teaching and Inclusive Educa-tion. Retrieved from http://www.teachersofindia.org/en/article/co-teaching-and-inclusive-education
Washut Heck, T. & Bacharach, N. (2010). Mentoring Teacher Candidates Through Co-Teaching. Teach-er Quality Enhancement Center. St. Cloud, Minneso-ta.
Yin, R., (2003). Case Study Research: Design and Meth-ods (5th ed). Sage Publications, Inc.